Inclusive Education and Transition Plans for Youth with Intellectual and Developmental Disabilities - Finn Gardiner - Family and Community Perspectives - 25 January 2019
A family ecology map for the L family, showing relationships, disability experiences, family members, services provided, education, and work.
Problem Statements: Students whose educational needs are more extensive than what the general curriculum provides, but are less extensive than many disability-specific programs require, may not have their needs met at school. Transition plans for these youth may either focus too much on vocational or academic training.
Mentor Experiences: Mentor had positive experiences, but his high school’s curriculum had few options for people who needed curricular modifications but didn’t need the extensive services needed for people with moderate to profound intellectual disabilities. The Massachusetts Rehab Commission did not provide him with work support during his transition period.
Solutions: Create clear curriculum modification guidelines, including scaffolding, modification, and accommodation. Ensure that students are still in mixed-ability classes, following the principle of the least restrictive environment. Include students, parents, and teachers throughout the planning process. Identify students’ skills, interests, and abilities.
Ensure the cooperation of agencies that provide job training, placement, and support for people with IDD. Strike a balance between academic and vocational preparation based on individual students’ abilities, needs, and interests. Develop self- and family advocacy skills to ensure that students get what they need out of their transition services.